Mixed Race Studies

Secrets of famous 1930s ‘blonde bombshell of rhythm’ revealed with help from UW library

UW News
University of Washington
2012-03-27

Molly McElroy

We all have things in our past that we gloss over. Some secrets might just be embarrassing or unflattering. But others may be more serious, and people who conceal these truths may fear that revealing them would undermine their livelihoods.

Such was likely the case with an Emmy-winning female bandleader who rose to fame in the 1930s and led bands until the 1960s. Known as “the blonde bombshell of rhythm,” this sex symbol hailing from Chicago had security to protect her from the men who mobbed her performances.

See why they were so enchanted:

Ina Ray Hutton, who died in 1984 at age 67, also had a secret that could have damaged her stardom. A reporter from KUOW radio, with help from the UW libraries, recently revealed the secret. It turns out that the blonde bombshell had more than hair-dye to hide…

Read the entire article here.

News from our Graduate Students: PhD candidate Kristina Pilz

University of Washington
Department of Germanics
2017-03-08

Kristina Pilz

Kristina Pilz

BlackWhite — Experiences and Writing Practices in Contemporary Afro-German Literature

I am excited to continue working on my dissertation that describes innovative writing practices in contemporary Afro-German literature. My project focuses on rhetorical, intertextual and aesthetic strategies as creative devices for a diasporic literary history. My analysis includes fictional/non-fictional texts comprised of Afro-German poetry and autobiographies…

Read the entire article here.

Study provides insight into children’s race and gender identities

UW Today
University of Washington
2016-11-15

Deborah Bach

Children’s knowledge and use of race and gender labels have been well-explored by researchers, but how kids think about their own identities in those contexts, especially before adolescence, is less clear.

A new study from the University of Washington provides a rare glimpse into how children perceive their social identities in middle childhood. The research found that children age 7 to 12 rate gender as more important than race — and that their perceptions of both are woven together with personal and societal influences.

“Kids are thinking about race and gender, and not just in terms of being able to identify with these social categories, but also what they mean and why they matter,” said lead author Leoandra Onnie Rogers, a former postdoctoral fellow at the UW’s Institute for Learning & Brain Sciences (I-LABS) who is now an assistant professor of psychology at Northwestern University.

Andrew Meltzoff, co-director of I-LABS and co-author on the paper, said, “Children are bombarded by messages about race, gender and social stereotypes. These implicit and explicit messages rapidly influence their self-concepts and aspirations.

“We were able to catch a glimpse of how culture influences children at a tender time in their lives. Kids talk about race and gender in different ways as early as age 7.”…

Read the entire article here.

Study finds bias, disgust toward mixed-race couples

UW Today
2016-08-17

Deborah Bach

Interracial marriage has grown in the United States over the past few decades, and polls show that most Americans are accepting of mixed-race relationships.

A 2012 study by the Pew Research Center found that interracial marriages in the U.S. had doubled between 1980 and 2010 to about 15 percent, and just 11 percent of respondents disapproved of interracial marriage.

But new research from the University of Washington suggests that reported acceptance of interracial marriage masks deeper feelings of discomfort — even disgust — that some feel about mixed-race couples. Published online in July in the Journal of Experimental Social Psychology and co-authored by UW postdoctoral researcher Caitlin Hudac, the study found that bias against interracial couples is associated with disgust that in turn leads interracial couples to be dehumanized…

Read the entire article here.

What’s the Difference with “Difference”?

University of Washington
Kane Hall, Room 120
4069 Spokane Lane
Seattle, Washington 98105
2016-01-14, 19:30 PST (Local Time)

Ralina L. Joseph, Associate Professor
Department of Communication
(also adjunct associate professor in the Departments of American Ethnic Studies and Gender, Women, and Sexuality Studies)
University of Washington

Language is power. The words we use and the names we say count, both individually and institutionally. This is particularly true when it comes to minoritized, identity-based nomenclature, such as the language of a racialized and gendered naming. The movement from “colored” to “negro” to “black” to “African-American” signifies important historical shifts in the state and community-naming processes. In other words, the words we use matter in terms of how we assess, frame, and ultimately understand difference.

But what about the naming of “difference” itself? Difference is a term that late 20th and early 21st century scholars of race, gender, and sexuality have claimed and yet left largely untheorized. We use the word difference almost reflexively. Difference replaces—or rather revises—diversity, multiculturalism, or a long-connected string of descriptors such as race, gender, sexuality, class, nationality, and ability. But what does this shift in language mean and why is it significant for the ways in which we assess, inhabit, and perhaps even change our world? Does a change to “difference” lead to a change in identity and inequality?

Registration opens December 2015.

You do not need to be an alum of the University of Washington to attend or register.

For more information, click here.

New UW center to encourage race, diversity dialogue

The Seattle Times
2015-07-12

Katherine Long, Seattle Times higher education reporter

Ralina Joseph is the new director of the University of Washington’s Center for Communication, Difference, and Equity. (Ellen M. Banner/The Seattle Times)

A new center at the University of Washington aims to help people figure out how to better communicate about race, equity and diversity.

University of Washington professor Ralina Joseph thinks what we’re seeing in the nation today could be the start of a new civil-rights movement. And at times, college students are leading the charge.

“It feels like a moment at the UW — a potential moment of change,” Joseph said. “Students are more radicalized now, talking to faculty, than people have seen since the ’60s and early ’70s.”

Into this moment steps the university’s new Center for Communication, Difference, and Equity, which opened its doors on the Seattle campus at the end of May and is headed by Joseph. Housed in the Department of Communication, it knits together 40 faculty members from a variety of departments, from American ethnic studies to history and sociology…

…She knows some critics may see the mission as another example of political correctness, and that naysayers may argue the country has moved beyond these issues — given that the nation elected a black president, Seattle elected a gay mayor, the Supreme Court affirmed same-sex marriages.

Yet Joseph says the data show a person’s race, class, gender and sexual orientation “dictate how your life is going to be lived.” Those factors still influence whether you’ll be able to get a mortgage, or be approved for an apartment rental, to name just a few of the implications, she said…

Read the entire article here.

UW communication professor unveils new book about race

The Daily of the University of Washington
2013-02-07

LaVendrick Smith

Ralina Joseph discusses her book cover art at “Troubling the Family and Transcending Blackness” held at the UW bookstore. Photo by Dario Nanbu

Race, reality, and pop culture collide in a new book written by one UW communication professor.

In “Transcending Blackness: From the New Millennium Mulatta to the Exceptional Multiracial,” Ralina Joseph, a UW associate professor of communication, explores how multiracial African Americans were represented in the 10 years leading up to President Obama’s 2008 campaign.

Joseph held a joint book-signing and discussion about mixed-race relations with UW English professor Habiba Ibrahim at the U Book Store Feb. 7.

In “Transcending Blackness,” Joseph compares real-life depictions of multiracial African Americans to their roles in pop culture and politics.

“I’m just sort of interested in seeing how multiracial people have been and are represented,” she said.

Joseph, a multiracial African American herself, said that while researching the topic, she noticed a clear difference in the way multiracial people identify in real life and the way they are identified through the media.

“What I was seeing on TV, in movies, in novels, and memoirs, was not like the kind of complex people I knew in real life,” she said.

She said multiracial African Americans she encounters in real life have fluidity in the way they identify themselves, whereas she saw a constant need to identify mixed race in pop culture in a way that often degraded African Americans…

Read the entire article here.

Multiracial Subject Theory: Lessons in Organizational Praxis

University of Washington
2011
180 pages
Publication Number: AAT 3472097
ISBN: 9781124842813

Claire Elizabeth Fraczek

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington

This dissertation investigates racial complexities in higher education through three distinct papers in which I centralize critical pedagogy, leadership development, and organizational change through the lens of multiracial subject theory. Chapter one considers the merits, strategies and limitations of Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) as pedagogical tools in higher education contexts. I demonstrate the ways in which monoracial foundations are imbedded in these two approaches and argue that, through a mixed-race analytic, theorists working in the field of CRT and CWS will be better able to analyze the dynamic interplay of race and racial categorizations in ways that benefit a broad spectrum of diverse students, including a growing multiracial student population.

Building on this platform, chapter two highlights research data from a two-year qualitative case study in which one undergraduate group of ten multiracial students initiated, designed and implemented a college course. Here, I argue that these students developed a critical mixed race praxis through intentional, shared leadership, interdisciplinary content, and regular attention to a larger political agenda. Throughout the paper, I consider two central themes: (1) implications of a shared leadership model on college student development, and (2) practical lessons far organizational interventions in higher education pedagogy.

The third paper shifts from student development to that of higher education administrators who seek to build organizational capacity for justice-conscious leadership. Building on the theoretical and empirical data in the previous papers, chapter three articulates a set of criteria by which to define and measure critical mixed race praxes. Through a series of vignettes located in higher education contexts, I highlight timely moments and opportunities for administrators to leverage their multiple subject positions in ways that inform and contribute to critical leadership practices. My analysis cautions against leadership and policy that rely on fixed identity politics to instead emphasize structural and organizational models as methodological tools for praxis.

TABLE OF CONTENTS

• List of Figures
• Introduction
• Chapter One: (Re)thinking Race: Positioning Multiracial Representations within Critical Pedagogy
• Chapter Two: Claiming Mixed Classroom Space: Praxis Lessons from an Undergraduate Student Collective
• Chapter Three: Leadership in Higher Education: Critical Mixed Praxis Lessons
• Conclusion: From Ideology to Methodology: Addressing Race in Higher Education
• References
• Appendix A: Class Syllabus
• Appendix B: Focus Group Interview Protocol

LIST OF FIGURES

1. Critical Race Pedagogies
2. Critical Mixed Praxis

Purchase the dissertation here.

How Scuffletown Became Indian Country: Political Change and Transformations in Indian identity in Robeson County, North Carolina, 1865-1956

University of Washington
2008
267 pages
Publication Number: AAT 3328369
ISBN: 9780549817246

Anna Bailey

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy

According to census reports, there were no Indians in Robeson County, North Carolina in the decades leading up to the Civil War. But as the war ended and Reconstruction began, a community, known today as the Lumbee Indians, moved from the category of mulatto into the category of Indian. My dissertation charts the emergence and evolution of Lumbee Indian identity. I argue that Lumbee identity was continually transformed in the midst of political struggles from the end of the Civil War through the post-World War II era. From the end of the Civil War to the 1930s, Lumbee identity was forged in the regional crucible of Reconstruction and Jim Crow politics and articulated through the local institutions of Indian-only churches and schools in Robeson County. Beginning in the 1930s and through the post-World War II era, national developments molded expressions of Lumbee Indian identity. The Great Depression, the Indian Reorganization Act of 1934, and the onset of World War II shifted the markers of Lumbee identity from churches, schools, and kinship networks to nationally recognized indices of Indianness such as measurements of Indian blood quantum, line of tribal descent, and recognizably Indian cultural traditions. By highlighting the change in Lumbee identity from a regional entity to a nationally inflected construct, this dissertation illuminates the interconnection between the contours of Lumbee identity and the shifting political landscape in Robeson County from the end of the Civil War through the World War II era.

Table of Contents

• List of Figures
• List of Tables
• Introduction
• Chapter One: How an Outlaw became an Indian: Henry Berry Lowry and the Conservative Press, 1865-1872
• Chapter Two: Separating Out: The Emergence of Croatan Indian Identity, 1872-1900
• Chapter Three: “It is the center to which we should cling”: The Indian School System in Robeson County during Jim Crow, 1900-1930
• Chapter Four: National Events in Robeson County: The Great Depression, Indian Reorganization Act and Anthropometry, 1930-1940
• Chapter Five: “You’re the Lumbee Problem”: Social Scientist and Cultural Expressions of Indian Identity in the 1940s and Beyond
• Conclusion
• Bibliography

Purchase the dissertation here.

NEA grant and UW book contract awarded for War Baby/Love Child

Laura Kina
2011-11-22

Laura Kina, Associate Professor Art, Media and Design and Director Asian American Studies
DePaul University 

A National Endowment for the Arts – 2012 Art Works Grant has been awarded to a project for which I am the primary investigator (aka project organizer and co-curator/co-author):

DePaul University
Chicago, IL
$39,000

To support the exhibition, War Baby/Love Child: Mixed Race Asian American Art, and accompanying catalogue. Featuring art works by approximately 20 contemporary artists, the exhibition will investigate the construction of mixed race and mixed heritage, and Asian American identity in the United States…